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1.
This case study identifies four targets groups that are specific to the achievement of the EFA Millennium Development Goals
in Mongolia: boys, out-of-school children, vulnerable children and minorities, and children of herders. Boys from herder families
in remote rural areas are at the greatest risk of drop-out or non-enrollment. The case study therefore focuses on problems
with access to education for boys from nomadic herder families. The inverse gender gap in the Mongolian education sector is
a well-explored topic in educational policy research. What is lacking, however, is a more comprehensive look at how, and why,
the combination of gender, household income and location of school—urban, semi-urban, rural—affect access to education in
Mongolia.
相似文献
| Amgaabazar GerelmaaEmail: |
2.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
相似文献
| Tamara Holmlund NelsonEmail: |
3.
4.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers
to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been
expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics.
One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has
started to gain attention as an important concept in the mathematics teacher education research community, there is limited
understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article,
we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in
both mathematics education and the learning sciences.
相似文献
| Jason SilvermanEmail: |
5.
Jane-Jane Lo Theresa J. Grant Judith Flowers 《Journal of Mathematics Teacher Education》2008,11(1):5-22
This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through
a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes
and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for
the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of
multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.
相似文献
| Judith FlowersEmail: |
6.
Brian L. Heuser 《Prospects》2007,37(3):293-303
This article explores the theoretical foundations of social cohesion as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion—social
capital, human capital and ethical behavioural norms that serve a common good—and (b) to establish a flexible framework for
understanding the combined contributions of higher education to society. Tertiary institutional phenomena (those occurring
in higher education) that are involved in the creation of social cohesion are hereafter termed academic social cohesion. The particular emphasis is on higher education’s role in cultivating moral awareness as a vital product of institutions’
primary activities. These core functions of colleges and universities are discussed in relation to both academic social cohesion
and the degree to which they should involve the creation of specific ethical norms.
相似文献
| Brian L. HeuserEmail: |
7.
The main goal of the study reported in our paper is to characterize teachers’ choice of examples in and for the mathematics
classroom. Our data is based on 54 lesson observations of five different teachers. Altogether 15 groups of students were observed,
three seventh grade, six eighth grade, and six ninth grade classes. The classes varied according to their level—seven classes
of top level students and six classes of mixed—average and low level students. In addition, pre and post lesson interviews
with the teachers were conducted, and their lesson plans were examined. Data analysis was done in an iterative way, and the
categories we explored emerged accordingly. We distinguish between pre-planned and spontaneous examples, and examine their
manifestations, as well as the different kinds of underlying considerations teachers employ in making their choices, and the
kinds of knowledge they need to draw on. We conclude with a dynamic framework accounting for teachers’ choices and generation
of examples in the course of teaching mathematics.
相似文献
| Orit ZaslavskyEmail: |
8.
The doctoral advisor is said to be one of the most important persons—if not the single most critical person—with whom doctoral students will develop a relationship during their doctoral degree programs
(Baird 1995). However, we have limited knowledge regarding how doctoral advisors see their roles and responsibilities as advisors. Therefore,
through in-depth interviews, we explored the perceptions of 25 exemplary doctoral advisors, who have graduated a large number
of doctoral students, about their roles and responsibilities as advisors. We conclude this article with implications for doctoral
education.
相似文献
| Ann E. AustinEmail: |
9.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
| Peter WoodEmail: |
10.
Joon Sun Lee 《Early Childhood Education Journal》2006,33(6):433-441
The 18 preschool teachers in the study tended to agree that preschool education for 4-year-olds should foremost be fun and engaging, not stressful. Teachers should develop curricula based on children’s interests and everyday lives, and allow children to choose their activities and to direct their own play and exploration at their own pace. The goal of preschool education should be to promote children’s social, emotional, and physical well-being, and not focus so much on academic learning.
相似文献
| Joon Sun LeeEmail: |
11.
Lisa S. Goldstein 《Early Childhood Education Journal》2008,36(3):253-260
Many early childhood practitioners in the U.S. are experiencing tension between their desire to offer students developmentally
appropriate learning experiences and their obligation to teach the academic knowledge and skills mandated by their states.
However, careful examination of the DAP guidelines’ definition of culturally appropriate practice reveals a significant sociopolitical
dimension that has been obscured by the field’s tight focus on the sociocultural dimension. Because standards-based education
is an explicit feature of the sociopolitical landscape of U. S. public education, teaching the standards is developmentally
appropriate practice. Implementation of this broadened understanding of DAP adds new complexity to early childhood teachers’
work. This article offers ideas drawn from Bronfenbrenner, Vygotsky, and Dewey as sources of theoretical support and provides
examples of strategic decision making—illustrated with examples drawn from Texas kindergartens—that can assist teachers in
managing the curricular and instructional complexities that accompany the broadened understanding of DAP.
相似文献
| Lisa S. GoldsteinEmail: Email: |
12.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
| Jacqueline T. McDonnoughEmail: |
13.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
| Angela Calabrese BartonEmail: |
14.
Deborah Ann Ceglowski Mary Ellin Logue Annette Ullrich Jaesook Gilbert 《Early Childhood Education Journal》2009,36(6):497-504
Sixteen Minnesota families with children with disabilities participated in a 2-year interview study of their care experiences.
Findings show that families developed a network of care providers, struggled to pay additional costs for care, were not informed
of community services and programs, and believed that their children received adequate child care. This study highlights the
need to provide information to families and providers and to link services in both rural and urban communities.
相似文献
| Deborah Ann CeglowskiEmail: |
15.
This study investigates pre-service teachers’ perceptions of urban schools. We asked 41 pre-service teachers, mostly white
and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students,
and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive
urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of
urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these
findings for teacher education, in particular, urban field placements and curriculum, are explored.
相似文献
| Jean Ann (Corresponding author)Email: |
16.
Adopting a self-conscious form of co-generative writing and employing a bricolage of visual images and literary genres we
draw on a recent critical auto/ethnographic inquiry to engage our readers in pedagogical thoughtfulness about the problem
of culturally decontextualised mathematics education in Nepal, a country rich in cultural and linguistic diversity. Combining
transformative, critical mathematics and ethnomathematical perspectives we develop a critical cultural perspective on the need for a culturally contextualized mathematics education that enables Nepalese students to develop (rather than
abandon) their cultural capital. We illustrate this perspective by means of an ethnodrama which portrays a pre-service teacher’s
point of view of the universalist pedagogy of Dr. Euclid, a semi-fictive professor of undergraduate mathematics. We deconstruct
the naivety of this conventional Western mathematics pedagogy arguing that it fails to incorporate salient aspects of Nepali
culture. Subsequently we employ metaphorical imagining to envision a culturally inclusive mathematics education for enabling
Nepalese teachers to (i) excavate multiple mathematical knowledge systems embedded in the daily practices of rural and remote
villages across the country, and (ii) develop contextualized pedagogical perspectives to serve the diverse interests and aspirations
of Nepali school children.
相似文献
| Peter Charles TaylorEmail: |
17.
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(5):773-794
This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching
under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues
in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build
strong relationships. A model of multicultural science professional development is proposed that complements the strengths
that these teachers have. A task for science educators working with teachers and administration in schools and districts that
are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice,
and high achievement for all students.
相似文献
| Felicia M. MooreEmail: |
18.
Casey Marie Breslin Jane R. Morton Mary E. Rudisill 《Early Childhood Education Journal》2008,35(5):429-437
In Fall 2006, North Carolina kindergarten teachers were charged with the task of meeting the NASPE guidelines for providing
daily physical activity to their kindergarten students. In turn, the teachers researched resources and consulted experts to
design and develop a developmentally appropriate physical activity and physical play environment for their students. The purpose
of this article is to disseminate useful information one group of kindergarten teachers believed would help other teachers
in similar situations. The article discusses the planning process, suggestions for activities and necessary equipment for
program implementation, and vignettes regarding the experiences the teachers and students have had during the physical activity
and physical play program’s inaugural year.
相似文献
| Casey Marie BreslinEmail: |
19.
Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice 总被引：1，自引：0，他引：1
The aim of this study is to investigate how a community of practice focused on becoming a teacher of secondary school mathematics
emerged during a pre-service teacher education programme and was sustained after students graduated and began their first
year of full-time teaching in schools. Bulletin board discussions of one pre-service cohort are analysed in terms of Wenger’s
(1998) three defining features of a community of practice: mutual engagement of participants, negotiation of a joint enterprise,
and development of a shared repertoire for creating meaning. Emergence of the online community was associated with our own
role in facilitating professional dialogue, the voluntary and unstructured nature of participation, initial face-to-face interaction
that created familiarity and trust, and the convenience of using email rather than logging on to a website. The study shows
that the emergent design of the community contributed to its sustainability in allowing the pre-service and beginning teachers
to define their own professional goals and values.
相似文献
| Merrilyn E. GoosEmail: |
20.
Jianwei Zhang Marlene Scardamalia Mary Lamon Richard Messina Richard Reeve 《Educational technology research and development : ETR & D》2007,55(2):117-145
This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding
of optics. Their work is part of a school-wide knowledge building initiative, the essence of which is giving students collective
responsibility for idea improvement. This goal is supported by software—Knowledge Forum—designed to provide a public and collaborative
space for continual improvement of ideas. A new analytic tool—inquiry threads—was developed to analyze the discourse used
by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems (involving concrete/empirical and abstract/conceptual artifacts); community knowledge (knowledge constructed for the benefit of the community as a whole); and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to
produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded
to problems and ideas that emerged as community knowledge evolved. Advances were reflected in progress in refining ideas and
evidence of growth of knowledge for the community as a whole. Design strategies and challenges for collective idea improvement
are discussed.
相似文献
| Jianwei ZhangEmail: |